Using Concept Maps To Reveal Understanding: A Two-Tier Analysis

Secondary pupils often exhibit very complex understanding of scientific concepts, frequently incorporating numerous misconceptions. Additionally, pupils fail to make links with related topic areas, though such links may be assumed within the teaching scheme. The construction of concept maps may help to make such ideas transparent so that they can be shared with others and provide a focus for reflection. Different methods of concept map analysis are described to illustrate different levels of conceptual development. Changes in concept maps may be helpful in illustrating conceptual change at both the gross and specific levels. The content of the map will also help to highlight the personal relevance of a topic to an individual pupil and so help the teacher to activate prior knowledge in preparation for further learning.